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Abstract
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Citations
... Most competency assessment methods are based on a quantitative survey, testing or interview, as well as working in focus groups. For example, in [9], the validity of digital competency assessment based on modeling is investigated. The study involved 4,048 senior students who were selected in January 2005 for the ETS ICT Literacy Assessment. ...
... Further, by formula (10), a real motion vector is determined for each competency category and each teacher at the time of the study. Next, the administrations of higher education institutions determined the planned motion vector (9), which set the development of competencies and on its basis, by formula (11), determined the administrative motion vector of the teacher to the desired competency level. ...
... In contrast to the study [17], the author's methodology for assessing teacher digital competencies was applied, which includes four components. Unlike [9], in this study, digital competency assessment was carried out twice, which allows building a trajectory for changing the level of competencies. This makes it possible to assess the potential of each teacher in the process of achieving the appropriate competency level. ...
The object of the study is the method for assessing the level of digital competencies of higher education teachers. Teachers with a high level of digital competencies can create more interactive, interesting and more effective learning materials, which has a positive impact on education quality. The ability to ensure the continuity and quality of the educational process in remote conditions is relevant. To improve the qualification level of teachers, it is necessary to form a measuring system of indicators. A method for calculating the potential for changing the digital competency level was developed and trajectories of forming digital competencies of higher education teachers based on the project-vector methodology were formed. The method was implemented and verified as part of the state project in the Republic of Kazakhstan with the participation of the Higher Education Development National Center and Astana IT University. Testing of 62 teachers of Astana IT University, Karaganda Buketov University and Toraighyrov University was taken as a basis. The analysis involved measuring the achievement of their competency level in four categories: didactic, design, monitoring, and personal. The results obtained allow a systematic approach to the process of assessing and forming the competencies of higher education teachers. The result obtained is due to integrating the project-vector management methodology into the process of digital competency assessment. The value of the method is the possibility of using it both personally by teachers to track the level of competency achievement, and by the management of higher educational institutions for motivation and when signing contracts. In the future, the results of the pilot project are planned to be distributed to other higher education institutions in the Republic of Kazakhstan. And then extend its results to higher education institutions in Central Asia and Eastern Europe
... ICT literacy refers to the proficient use of digital technology, communication tools, and networks to address problems and manage information effectively (Katz & Macklin, 2007). It is a composite construct comprised of the integration of technical cognitive abilities, social values, and processing skills (Kereluik et al., 2013). ...
This research explores how motivation and online learning self-efficacy (OLSE) act as mediators in the association between information and communication technology (ICT) literacy and deep learning within the context of online English as a foreign language (EFL) education. A sample of 372 participants were recruited on a voluntary and anonymous basis from a public university in northern China for this study. Confirmatory factor analysis (CFA) was employed to evaluate the reliability and validity of the questionnaires. Subsequently, structural equation modeling (SEM) was conducted to examine the hypothesized model, with both CFA and SEM conducted with AMOS 29.0. The results reveal that ICT literacy, motivation, and OLSE positively and directly predict deep learning in online education. Additionally, ICT literacy also positively predicts deep learning indirectly with motivation and OLSE being significant mediators. The findings underscore the importance of ICT literacy, motivation, and OLSE for EFL learners to achieve deep learning in online EFL education. Drawn from these findings, pedagogical implications for alleviating EFL learners’ online deep learning were provided.
... Although effective in the past, traditional teaching methods increasingly struggle to engage and motivate learners. However, the attraction of smartphones and other digital gadgets over traditional instructional resources presents a significant barrier to keeping learners interested in studying (Katz & Macklin, 2007). It is crucial to provide educational content that is in line with today's learners' digital preferences to solve this issue and ensure that education stays engaging and relevant (Johnson et al., 2015). ...
... Higher education institutions utilize technology in various ways, but successful integration requires educators' acceptance. The goal is to promote inclusivity, drive innovation, and enhance efficiency, with technology being used in teaching techniques (James, 2014;Katz & Macklin, 2009). The use of technology in today's health education programs is a crucial learning opportunity for students, as it will first improve future health care professionals' preparation and, second, enable the development of professional skills that will prepare them for future job environments. ...
... There is a global need to expand the number of graduates, particularly graduates in health sciences, because there is a global shortfall of 7.2 million healthcare professionals (Katz & Macklin, 2009). The growing demand for graduates necessitates increased accessibility to education. ...
Aim
The purpose of this study is to assess the effect of a distance education training program on nurse interns' readiness for distance education and their perceptions of lifelong learning.
Design
A quasi‐experimental research approach with one‐group, pre/post‐test was used.
Methods
The study used a quasi‐experimental research approach and was carried out at Damanhour University's Faculty of Nursing. A study was carried out on 345 interns' students. All nursing interns enrolled in the 2020–2021 internship training year. The researchers employed a program that contained a distance education readiness assessment as well as a questionnaire about the perceived advantages of lifelong learning.
Results
The majority (99.7%) of nurse interns were highly ready for distance education, whereas only 0.3 percent were moderately ready following the training program implementation immediately. In comparison to pre‐training, the majority (91.9%) of them were somewhat ready for distance education, while just 7.2 percent were highly prepared. Furthermore, the majority (97.1%) of them had high total skills of distance education after implementation of the training program by 3 months, and 95.4 percent had high total skills of learning immediately after the training program, whereas 26.1% of nurse interns had high total skills before the training program, at p value 0.01.
... In contrast, Abbas et al. (2019) found no correlation between digital literacy and academic achievement; however, the study revealed a large difference in the level of digital literacy across different areas of literacy. While there are several studies showing a correlation between digital literacy and academic achievement (Tadesse et al., 2018), some studies have shown no correlation (Katz and Macklin, 2007). Thus, the findings of previous studies were heterogeneous and did not provide a clear picture. ...
The increasing prevalence of online courses has highlighted the importance of digital literacy for students. This study investigates the relationship between digital literacy and academic achievement among students who participate in an online course on anatomy and physiology. The study also evaluates how different aspects of digital literacy, such as age and previous education in natural science, affect students' grades. Using logistic regression analysis, data from five areas of digital literacy that were assessed among participants with different educational backgrounds are analyzed. The results show that some aspects of digital literacy are more crucial for academic success in the online course. Students with a natural science background exhibited higher levels of digital literacy, emphasizing the importance of considering previous education in supporting students' digital skills in online courses. The study also reveals that students were proficient in self-assessing their own digital literacy, enabling easy evaluation of the collective digital literacy within the course and facilitating targeted interventions for all students, regardless of their initial digital literacy levels. This study underscores the importance of digital literacy in online education. It highlights the specific areas of digital literacy that strongly contribute to academic achievement and emphasizes the positive impact of previous education in natural science on students' digital skills. These findings suggest that instructors should consider these factors when designing and delivering online courses to ensure equal opportunities for students to enhance their digital literacy.
... Ghana's universities seem sluggish to appreciate the importance of technologically proficient graduates to the modern economy. Many instructors and potential employers may take proficiency with computers and the Internet for granted, yet this may put students at a severe disadvantage (Katz & Macklin, 2007). Students in today's world are constantly surrounded by and exposed to digital media. ...
Any undergraduate student lacking the knowledge and skills for digital technology will find it challenging to succeed academically and thrive in the 21st -century higher education setting. This study employed a novel conceptual framework built from ecological theory to investigate the attributions of the knowledge and skill gap in digital literacy among Ghanaian undergraduate students. A phenomenological qualitative design with a purposive sampling technique was implemented to collect data from 16 undergraduates in a large public university in Ghana in a four-months period. The findings show several factors responsible for students’ digital literacy knowledge and skills gap. Undergraduates have ascribed these reasons to various macro and micro factors. The students attributed their skills gap to personal, parental, institutional, and government factors, pointing to the need for concerted action from national and international policymakers and educators alike. This paper argues that university lecturers, administrators, the Ministry of Education, and policymakers in Ghana should collaboratively redesign comprehensive, persuasive, and integrated digital literacy approaches to benefit undergraduate students at all levels.
... According to study findings, the usage of digital technology by various age groups is expanding daily (Gjelaj et al. 2020). The fast growth of digital technology not only raises its utilisation rate (Katz and Macklin 2007;Mourlam et al. 2019), but also enables its application in a variety of fields. The field of education is one of these categories. ...
... Previous research also emphasized the importance of mastering digital competencies, which stated that several surveys show that critical thinking skills are abilities that need to be developed. Data show that adolescents score low when answering questions involving complex and critical thinking skills, such as comparing information, critically evaluating site reliability, or drawing conclusions from data (Eagleton et al., 2003;Katz & Macklin, 2007). This argument shows that someone using digital technology cannot necessarily think more complexly. ...
... The difference between ICT skills in the combination of learning with the H-PBL model and learning with the PBL model, this is because it is influenced by the class that learns with the H-PBL model, there is an online phase so that it can improve the ICT skills of students in education. Apart from differences in ICT skills in general, there are differences in ICT skills based on the indicators suggested by [17], namely (1) Define, (2) Access, (3) Manage, (4) Integrate, (5) Evaluate, (6) Create and Communicate (communicate). The differences in ICT skills based on indicators are presented in Figure 4. Based on Figure 4, it can be seen that the average score of ICT skills based on the indicators will be presented and the percentage of the observation of ICT skills will be presented after receiving the H-PBL model learning treatment in the experimental class in Figure 5. Judging from the results of questionnaires and observations of ICT skills which refer to the indicators put forward by Katz, it is better to use the H-PBL learning model. ...
This study aimed to analyze the effect of H-PBL to stimulating students HOTS and ICT skills. The model of H-PBL was a combination of online and direct learning. Direct learning was conducted by PBL. During online learning, the students conducted discussion through schoology applications that aimed to increase the ICT skills. The research design in this study was quantitative research with quasi-experimental type, the population that used in this study was students in 1st semester of pattern 6 in State Junior High School 5 Malang, while the sample in this study was 1 experimental class that used learning model of H-PBL and 1 control class that used learning model of PBL. The hypothesis was analyzed using the MANOVA test. The effectiveness of H-PBL learning could be known according to the improvement of learning result before and after using the H-PBL learning model and also could be known by differentiating the learning result of classes which used learning model of H-PBL dan PBL. The result of this study shown that the use of the learning model of H-PBL was proven effective in stimulating HOTS and ICT skills of students in energy materials. The analysis of this study obtained that the score of HOTS in the experimental class was 131.1 and for control class was 99.2, and the score of ICT skills in the experimental class was 18.7 while for control class was 17.8. The result shows H-PBL has effective to stimulated the student HOTS and ICT skill in Physics learning.
... Es decir, un estudiante donde el nivel educativo de los padres es alto, su educación secundaria fue buena, y en el pasado tomó clases, las cuales continúa tomando en grupos pequeños y con profesores de excelentes características pedagógicas, es posible que el uso de tecnologías han estado presentes en su hogar, en sus salones de clases, y en la pedagogía de sus profesores, por lo tanto, se espera que estos factores afecten de manera positiva el rendimiento del estudiante (Ben Youssef & Dahmani, 2008). De lo anterior se desprenden algunas conclusiones que dicen que es difícil de cuantificar su impacto en el desempeño del universitario, y que otras formas de medición que se deben proponer (Kashorda & Waema, 2011) (Katz & Macklin, 2007) (Shaikh, 2009). Punie et al. (2008) muestran una revisión del impacto de las TIC en la educación en la Comunidad Europea, donde concluyen que hay una evidencia positiva del impacto de las mismas; no obstante este impacto depende en gran medida de cómo las tecnologías están siendo usadas por las instituciones de educación. ...
En este artículo se revisan varias publicaciones referentes al impacto que tienen las Tecnologías de la Información y Comunicación (TIC) en el ámbito educativo, en especial en la educación superior. Se identifican los principales indicadores que se han usado para medir el impacto que estas tecnologías tienen sobre el rendimiento académico de los estudiantes universitarios. Se concluye que a nivel internacional existe una variedad de indicadores que aún no se han estandarizado, debido a la gran diversidad de condiciones económicas, sociales y culturales tanto de universidades como de profesores y estudiantes en diferentes lugares del mundo, que hacen que los estudios actuales referentes al impacto que tienen las TIC sobre el rendimiento académico de los estudiantes sean casos particulares.
